Martin, Christine

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

p.1

The provision is good

Children are happy and relaxed in the care of the childminder. They are treated with respect and have many opportunities to make choices, both in their play and in their care. The childminder explains the routines of the day and tells children about changes throughout the day. For example, before tidy-up time and snack time, children are told a number of times of the up-and-coming change. This helps them to trust the childminder and feel secure in her care. The childminder respectfully tells children that she is going to wipe their nose or change their nappy before she begins.

p.2

The provision is good

The childminder encourages children to express their feelings and has a number of resources to assist her. For example, there is a set of soft toys that children can access that have visual prompts for expressions. Children are warmly praised and encouraged throughout their play. They are delighted as their achievements are celebrated, clapping their hands and giggling with excitement. Children are well behaved and listen well to the childminder.

p.2

The provision is good

Children are confident while exploring their surroundings. They have access to a learning environment that mostly reflects their learning and the next steps in their development.

p.2

need to do better?

n The childminder knows the children well. During the relaxed settling-in process, extensive information is gathered from parents and grandparents about children's likes and dislikes and what they already know. The childminder then provides learning opportunities based on what she wants children to learn next. However, at times, this learning is over ambitious and not based on children's age and stage of development. At these times, children are not accessing appropriate opportunities that extend their learning. n The childminder takes children to the local playground every day so that they have the opportunity to run and climb. These opportunities help children to develop their physical skills and have access to fresh air. n The childminder focuses on her own professional development. She attends courses that update her knowledge and introduce new learning. The childminder also spends time reading and keeping abreast of early years priorities in order to

p.2

need to do better?

ensure that children are offered a high standard of care. n The childminder encourages children with their self-care routines. Children are supported to wash their own hands and to help tidy up the resources. They proudly help to wipe down the table for snack time. This supports children's independence skills. n The childminder talks to children throughout the day. She talks about their play

p.2

need to do better?

30 May 2023 and listens carefully to them when they talk to her. The childminder builds on children's vocabulary by introducing new words. For example, she describes the scourer as 'rough and hard' as well as 'smooth and soft'. n Children enjoy physical contact with the childminder. They actively seek her out for comfort and reassurance. Children snuggle into the childminder as they share a book and look at a photo album. This encourages children's sense of well- being and helps them to form strong relationships outside of their immediate family members. n Children eat healthy, nutritious food. The childminder explains to them why vegetables are a healthy option in language that they understand. Children tuck in and enjoy the vegetables on offer. They are able to feed themselves and snack time is a pleasant happy experience. n Feedback from parents is very positive. They appreciate the efforts that the

p.2

need to do better?

childminder makes to communicate with them to update them about children's progress. Parents comment that the childminder is part of their extended family and that they would not hesitate to recommend her. n The childminder extends children's knowledge of mathematical concepts. She uses language such as 'full' and 'empty' to mark the action or activity. During these movements, children begin to put the new word they have heard against the real-life action and they start to build a memory bank.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Children feel safe and secure in the childminder's home. She ensures that both the indoor and outdoor play spaces are risk assessed effectively before the children access them. The childminder has a good understanding of child protection and knows what action to take if she is concerned about a child. Her training is up to date and she understands community safeguarding issues, such as the 'Prevent' duty and county lines. The childminder knows the correct procedures and who to contact if an allegation is made against her or a family member.

p.3

should:

n enhance knowledge and understanding of the curriculum to plan effectively for the learning needs of younger children.

p.3

Setting details

Unique reference number EY283413 Local authority Tower Hamlets Inspection number 10289337 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 6 Date of previous inspection 21 November 2017

p.4

Information about this early years setting

The childminder registered in 2004 and lives in Bow, in the London Borough of Tower Hamlets. She operates Monday to Friday, throughout most of the year. The childminder receives funding to provide free early education for two-, three- and four-year-old children. She works with another childminder at the same premises.

p.4

Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The childminder showed the inspector around the premises and discussed how she ensures they are safe and suitable. n The childminder spoke to the inspector about her intentions for children's learning. n The inspector observed the interactions between the childminder and children. n The childminder and the inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

30 May 2023 We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

p.4

Inspection activities

30 May 2023 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6